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Handout 3:
SOURCES AND INFLUENCES OF CURRICULUM

TOPICS:
1. In designing a curriculum, what sources are to be considered?
2. What are the different factors that influence the curriculum design?

SOURCES OF CURRICULUM

The sources of curriculum are somehow similar to a person’s philosophy. How a

person views the world and the experiences they have had impacts how they
design and conceptualize curriculum. There are many sources of curriculum and
among them includes science, morals, learner, knowledge, and society.

1. Science as source of curriculum

Some see curriculum as a scientific process and they focus on
quantifying the elements of the curriculum. This group often focus on
thinking strategies and elements of cognitive psychology.

 The scientific method provides meaning for the curriculum.

 Only those items that can be observed and quantified should be
included.
 Problem-solving should have the prime position in the curriculum, i.e.,
stress thinking.
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 Procedural knowledge or knowledge of process.

 The curriculum teaches rational processes for dealing with reality.

2. Morals as source of curriculum

In contrast to this group, other see morals as a source of curriculum.
Morals are often derived from what people consider to be spiritual
authorities such as the Bible. For this source, lasting truth and inequality
in regards to the value of different subjects is part of adhering to this
source.

 Curriculum should be intended to perpetuate society.

 It should pass on the significance of people's values and personal
morality.
 Devine will, eternal truth from the Bible.
 Today these sources are reflected through the curriculumer's values
and personal morality.

3. Learner as source of curriculum

The learner is another source. The student is where the curriculum comes
from. This source influences curriculum by stressing student-centered
learning and activities. Students are not passive objects but active
individuals who participate in their learning. The student interacts with the
curriculum rather than is feed the curriculum.

 Curriculum is derived from what we know about the learner.

 We draw much from the psychological foundations.
 Based on cognitive research.
 Emphasizes "learning by doing"

4. Knowledge as source of curriculum

The opposite of the student as a source would be knowledge as the
source. One of the prime sources of curriculum. This is subject centered
view in which a teacher needs to decide what knowledge is most
valuable. Knowledge should be structured as a discipline with clear
boundaries. As such, interdisciplinary approach does not work with this
view.

5. Society as source of curriculum

Society as a source believes that curriculum should include collaboration.
Designers should not ignore the diversity of human life as seen in culture,
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ethnicity and social class. The curriculum should imbibe this and meet the
needs of each student.

 Curriculum is an agent of society.

 Curriculum are designed to serve the broad social interests of society,
as well as the local community.
 Support is shown for society as a curriculum source since the
universe is becoming, rather than existing for our detached scientific
viewing.
 Society shows where to modify the curriculum.

Few people are in one camp. Usually, people draw from several different sources
as they design curriculum.

FACTORS THAT INFLUENCE CURRICULUM PLANNING

Several factors affect all curriculum planning in meeting the needs of 21st
century learners in both organized academic settings and corporation learning
centers. Factors affecting curriculum planning include government rules, which in
turn brings other factors into the process. Valid curriculum planning requires
awareness of the diversity of the target community socially, financially and
psychologically.

1. Political factor
How politics influences curriculum and development starts with funding.
Both private and public educational institutions rely on funding for hiring
personnel, building and maintaining facilities and equipment. All aspects
of curriculum depend on local, state and national political standards.

Example:

Politics affects curriculum development from defining goals, interpreting

curricular materials to approving examination systems

2. Social factor
Society has its own expectations about the aims and objectives that
should be considered when designing the curriculum. It also has a
perception of what the product of the school system should look like. It is
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therefore necessary for curriculumers to take in to account these societal

considerations.
Example:

Subjects which has gender education and political economy have proved
difficult to include in the curriculum because of the resistance from some
religious groups.

3. Economic factor
Economics influences curriculum development. Curriculum developed for
in house training in corporations focuses on educating employees for
promotions that bring better returns in profits. Nations financing education
expect an economic return from educated students contributing to the
country's economy with global competition abilities in technical fields.

Example:

Nations financing education expect an economic return from educated

students contributing to the country's economy with global competition
abilities in technical fields

4. Technological factor
Technology driven curriculum development is the norm of the 21st
century. The computer technology of the 21st century influences
curriculum development at every level of learning. Learning centers and
classrooms increasingly provide computers as requisite interaction for
studies among students. Technological multimedia use influences
educational goals and learning experiences among students.

Example:

Undergraduate and graduate degrees in computer technology increases

in popularity. Diversity Curriculum development affect from diversity
opens learning opportunities. Social diversity including religion, culture
and social groupings affects curriculum development because these
characteristics influence the types of topics and methods for teaching
information. Developing relevant curriculum takes into account society's
expectations, accommodating group traditions and promoting equality.
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5. Environmental factor
World awareness and action toward reversing and ending pollution
continues affecting curriculum development. Typical elementary
classrooms teach recycling and healthy environmental practices.

Example:

Higher education in the sciences offer environmentally-focused degrees.

e.g. Environmental degree, bio-technology etc.

REFERENCES

Educational Research Techniques. (2014). Curriculum design sources.

Retrieved from
https://educationalresearchtechniques.com/2014/06/11/curriculum-design-
sources/#:~:text=There%20are%20many%20sources%20of,the%20elements
%20of%20the%20curriculum.

Kelly, A.V. (1999). The curriculum: theory and practice. Paul Chapman Publishing